Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCPROT409D Mapping and Delivery Guide
Provide primary residential care

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCPROT409D - Provide primary residential care
Description This unit describes the knowledge and skills required to provide for care and support of clients and assist their transition from primary/residential care
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit may apply to work in a range of community service contexts
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Outline terms of placement with client in care
  • Where appropriate, clearly explain to clients what they can expect from the placement; philosophies, values and rules operating; opportunities within the placement, and strategies for maximising benefits of the placement
  • Clarify boundaries of confidentiality with client
  • Use appropriate language and approach to communicate processes to resolve issues and review placement and external and internal grievance procedures
  • Explore and clarify understanding of client rights and expectations about direct care
  • Explain rules and consequences for behaviour, and where appropriate negotiate with client in ways that are understandable and culturally appropriate
  • Complete and maintain all relevant documentation in accordance with organisation procedures
       
Element: Provide/mobilise domestic support
  • Provide ways of addressing daily needs and negotiate with client
  • Implement all appropriate procedures to ensure the environment is clean, healthy and safe
  • Negotiate appropriate strategies for continued use, maintenance and/or disposal of client's personal possessions
       
Element: Provide for client education, support and development
  • Implement a range of approaches to life skills training, including provision of positive role models to ensure client's specific needs are addressed
  • Assist client to identify and implement appropriate goals, strategies and activities to enhance their move to autonomy and self empowerment
  • Make appropriate arrangements to support client in care to undertake relevant vocational training and/or employment
  • Negotiate appropriate processes for provision of health care education with relevant referral agency/organisation/department to ensure their delivery
  • Negotiate appropriate processes with client and relevant personnel to ensure client access to a range of emotional, social and physical support mechanisms
  • Establish appropriate relationship with client to maximise access to development opportunities and participation in a range of services
       
Element: Contribute to reintegration of client
  • Negotiate planning for resources, services and ongoing support with client and significant others to ensure resettlement needs are assessed and addressed
  • Arrange with relevant parties for client to participate in employment, counselling, education and accommodation as appropriate
  • Undertake all relevant available activities, designed to assist a successful transition from care
  • Negotiate with all relevant parties to identify appropriate levels of contact with client, once out of care
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit of competence will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Consistency in performance should be assessed across the range of clients and client situations e.g. Voluntary and involuntary clients

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resource requirements for assessment include access to:

an appropriate workplace or an environment capable of accurately simulating the workplace for assessment purposes

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Relevant statutory procedures, responsibilities and rights

Service protocols, philosophies and processes

Resources and programs available

Stage of grief

Impact and signs of abuse

Cultural protocols, systems, taboos

Parenting models

Budgeting practices

Protocols in working with professional service providers

Child development stages/models

Essential skills:

It is critical that the candidate demonstrate the ability to:

Negotiate effective care arrangements, rights and responsibilities

Provide a range of care services

Provide opportunities for positive experiences, client self development and self-esteem building

Demonstrate knowledge related to applicable organisation and legislative requirements

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Demonstrate application of interpersonal skills, including:

assertion

negotiation

establishing role boundaries

Demonstrate application of skills in:

effective communication

behaviour management

stress management

effective use of relevant information technology in line with occupational health and safety (OHS) guidelines

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

The contexts for the provision of primary care include:

On the selection and implementation of an intervention either on a voluntary or involuntary basis

A voluntary seeking for support outside of statutory mandates

A preventative pro-active activity

Government, non-government and community based range of services

Provision of primary care will be undertaken within requirements established by:

State and commonwealth legislation

Organisation processes, procedures and standards

Organisation codes of conduct and ethical position

International conventions on the rights of children and young people

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Where appropriate, clearly explain to clients what they can expect from the placement; philosophies, values and rules operating; opportunities within the placement, and strategies for maximising benefits of the placement 
Clarify boundaries of confidentiality with client 
Use appropriate language and approach to communicate processes to resolve issues and review placement and external and internal grievance procedures 
Explore and clarify understanding of client rights and expectations about direct care 
Explain rules and consequences for behaviour, and where appropriate negotiate with client in ways that are understandable and culturally appropriate 
Complete and maintain all relevant documentation in accordance with organisation procedures 
Provide ways of addressing daily needs and negotiate with client 
Implement all appropriate procedures to ensure the environment is clean, healthy and safe 
Negotiate appropriate strategies for continued use, maintenance and/or disposal of client's personal possessions 
Implement a range of approaches to life skills training, including provision of positive role models to ensure client's specific needs are addressed 
Assist client to identify and implement appropriate goals, strategies and activities to enhance their move to autonomy and self empowerment 
Make appropriate arrangements to support client in care to undertake relevant vocational training and/or employment 
Negotiate appropriate processes for provision of health care education with relevant referral agency/organisation/department to ensure their delivery 
Negotiate appropriate processes with client and relevant personnel to ensure client access to a range of emotional, social and physical support mechanisms 
Establish appropriate relationship with client to maximise access to development opportunities and participation in a range of services 
Negotiate planning for resources, services and ongoing support with client and significant others to ensure resettlement needs are assessed and addressed 
Arrange with relevant parties for client to participate in employment, counselling, education and accommodation as appropriate 
Undertake all relevant available activities, designed to assist a successful transition from care 
Negotiate with all relevant parties to identify appropriate levels of contact with client, once out of care 

Forms

Assessment Cover Sheet

CHCPROT409D - Provide primary residential care
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCPROT409D - Provide primary residential care

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: